Understanding of Project: The project is to bring together four lessons centred around one topic or theme of our choice. Using the wikispace as format we are to create a webquest that brings all the elements together, so that students have the tools to complete their given task. The tools are to promote constructivist learning experiences and to include a variety of technologies that will enhance this learning experience. The webquest is broken into segments for easy navigation, with the process pages divided into four sections, each of which reflect a separate lesson. As a learning resource, the webquest is to be designed to compliment the lessons, enhance learning, assist students in completing their task, be engaging, challenging and easy to use. A reflection and evaluation page are to be included to compliment the learning experience. A teacher's page is to be added, providing detailed information how the project was developed and giving the 'behind the scene' details.
About the Unit and Task:
The class has just completed a five week unit on Aboriginal studies, which include lessons on: Aboriginal Culture and Life, Dreamtime, Strangers on Our Shores, Invasion of Our Land, and Joys and Sorrows. Students are now to completing the second half of the unit, which will run for four weeks. During this time the students will learn content matter on: The Apology, Government Aboriginal Policies, The Stolen Generation and Reconciliation. These lessons will contribute and help the students with their major project that they will have to complete. Students will be working in groups of three to raise awareness of Indigenous issues by creating a 3 – 5 minute audiovisual presentation on the Stolen Generations. The students are to choose which format they are going to use to complete the project and how they would like to present their information, interpretation, perspectives and ideas to the rest of their class at the end of the four weeks.
A Social Constructivist Classroom: This unit centres around a major project the students have to complete using their choice of technology. The students are to create an audio-visual presentation on the Stolen Generations, working in groups of three, bringing together what they have learned in this unit. Part of the course includes individual work which is aimed at enhancing group activities by providing detailed information to the group and stimulating discussions. The individual tasks also include the formulation of three inquiry based questions that students are to answer during the course of this unit. Students are encouraged to discuss these questions within their group. The teacher will also interact with these questions, providing comments and potentially further questions to help students in their investigation. Students are individually also asked to reflect on the unit, but these reflections will largely derive from whole class and group reflections throughout this unit. Most of the activities incorporate group work as it is through these activities that significant learning occurs, as students build on each others ideas and construct knowledge through social interaction. Part of this includes working collobaritively as a team, alternating roles and assuming different responsibilities. Social learning is also incorporated in whole class discussions at the beginning and end of each lesson. These discussions include brainstorming with concept maps and reflections on what has been learned and issues uncovered. The importance of reflection as part of learning cannot be overstated as during this time students have the opportunity to bring it all together. Students also use Information and Communication Technologies to interact with one another and the teacher during the unit; such as e-journals, e-mail and blogs. This is an effective tool as it allows students to communicate successfully, share ideas, create discussion and allows the teacher to view the students’ progress both individually and as a group.
The project is to bring together four lessons centred around one topic or theme of our choice. Using the wikispace as format we are to create a webquest that brings all the elements together, so that students have the tools to complete their given task. The tools are to promote constructivist learning experiences and to include a variety of technologies that will enhance this learning experience. The webquest is broken into segments for easy navigation, with the process pages divided into four sections, each of which reflect a separate lesson. As a learning resource, the webquest is to be designed to compliment the lessons, enhance learning, assist students in completing their task, be engaging, challenging and easy to use. A reflection and evaluation page are to be included to compliment the learning experience. A teacher's page is to be added, providing detailed information how the project was developed and giving the 'behind the scene' details.
About the Unit and Task:
The class has just completed a five week unit on Aboriginal studies, which include lessons on: Aboriginal Culture and Life, Dreamtime, Strangers on Our Shores, Invasion of Our Land, and Joys and Sorrows. Students are now to completing the second half of the unit, which will run for four weeks. During this time the students will learn content matter on: The Apology, Government Aboriginal Policies, The Stolen Generation and Reconciliation. These lessons will contribute and help the students with their major project that they will have to complete. Students will be working in groups of three to raise awareness of Indigenous issues by creating a 3 – 5 minute audiovisual presentation on the Stolen Generations. The students are to choose which format they are going to use to complete the project and how they would like to present their information, interpretation, perspectives and ideas to the rest of their class at the end of the four weeks.
Inspiration Concept Map:
Settlement to Apology concept map.isf
Learning Area Outcomes Mapping:
LAO concept map.isf
Project Management Plan:
ICT Tools:
Lesson Plans:
lesson plan 1.doc
lesson plan 2.doc
lesson plan 3.doc
lesson plan 4.doc
A Social Constructivist Classroom:
This unit centres around a major project the students have to complete using their choice of technology. The students are to create an audio-visual presentation on the Stolen Generations, working in groups of three, bringing together what they have learned in this unit. Part of the course includes individual work which is aimed at enhancing group activities by providing detailed information to the group and stimulating discussions. The individual tasks also include the formulation of three inquiry based questions that students are to answer during the course of this unit. Students are encouraged to discuss these questions within their group. The teacher will also interact with these questions, providing comments and potentially further questions to help students in their investigation. Students are individually also asked to reflect on the unit, but these reflections will largely derive from whole class and group reflections throughout this unit. Most of the activities incorporate group work as it is through these activities that significant learning occurs, as students build on each others ideas and construct knowledge through social interaction. Part of this includes working collobaritively as a team, alternating roles and assuming different responsibilities. Social learning is also incorporated in whole class discussions at the beginning and end of each lesson. These discussions include brainstorming with concept maps and reflections on what has been learned and issues uncovered. The importance of reflection as part of learning cannot be overstated as during this time students have the opportunity to bring it all together. Students also use Information and Communication Technologies to interact with one another and the teacher during the unit; such as e-journals, e-mail and blogs. This is an effective tool as it allows students to communicate successfully, share ideas, create discussion and allows the teacher to view the students’ progress both individually and as a group.
References
References.doc